Criminal Law for Criminal Code Act- myassignmenthelp.com

Question: Talk about theCriminal Law for Criminal Code Act. Answer: Presentation For the most part, singular culpability shows the earnestness of an offense, wherein culpability implies the conditions, expectations or intentions of the wrongdoers, for which they are at risk as indicated by the degree of seriousness[1]. The primary target of this paper is to assess whether s323 (1) (d) of the Crimes Act 1958 (Vic) or the s 8(1) of the Criminal Code Act 1983 (NT) most emotionally addresses the individual obligation/coerce in a joint criminal endeavor. Consequently, this exploration paper consolidates contemplated contentions for the laws of both the purviews dependent on the joint endeavor of the criminal offenses. Conversation So as to basically assess the two purviews, essential comprehension of the inversion of the onus of evidence must be finished. The Australian law, which was acquired from British, expressed that until an individual is demonstrated blameworthy from the perspective of law, he/she should be viewed as guiltless. There are sure offenses that falls under the guidelines passed by the administration of Australia and those individual blamed with these violations needs to demonstrate his/her honesty, which is known as the onus of verification inversion. The explanation is that, rather than the indictment demonstrating the offense of the individual charged, the guiltlessness must be demonstrated, for example, regarded for the flexibly of medications, products in guardianship, proposed dissenting, unexplained riches and such different cases the same. Be that as it may, inversion of onus of verification is substantial in different cases anyway there are special cases as well[2]. With regards to the area 323(1)(d) of Crimes Act 1958 (Vic), the demonstration depends on the condition that if an individual goes into an understanding or a joint endeavor with others intentionally planning to carry out an offense, will be considered as associated with the offense charged[3]. Though, according to Criminal Code Act 1983 (NT), area 8(1) states that, the guilty party while having basic motivation behind indictment will not be esteemed for discipline under the disdain of court just as under the code for the equivalent act[4]. For example, there might be purposeful or foolish wounds that might be brought about by the guilty parties and in like manner indicted particularly if there are any genuine wounds according to a people goals possessing to most extreme degree of punishment. On account of R v Secretary, undermining words was considered as proceeding with attack and as needs be was esteemed subject for the separate discipline under the act[5]. End Along these lines, it very well may be reasoned that most definitely, regardless of with which level of aim he/she had submitted an offense with the coordinated effort of others, every single part will be similarly at risk. Consequently, the inversion of onus of confirmation and the individual culpability as for Criminal Code Act 1983 and Crimes Act 1958 (Vic) were clear with the case situations. Therefore, it tends to be opined that Crimes Act 1958 (Vic) best tended to singular culpability on account of any shared offenses or joint endeavors. List of sources Ashworth, Andrew, Sentencing and Criminal Justice (Cambridge University Press, 2010) Lanham, D, et al, Criminal Laws in Australia (Federation Press, 2006) Others FALM, Crimes Act 1958 - Sect 323, Victorian Current Acts, https://www5.austlii.edu.au/au/legis/vic/consol_act/ca195882/s323.html. FALM, Criminal Code Act - Sect 8 scorn of court, Northern Territory Consolidated Acts, https://www.austlii.edu.au/cgi-container/viewdoc/au/legis/nt/consol_act/cca115/s8.html. Nedim, U, Guilty until demonstrated blameless: Is it reasonable for switch the onus of confirmation? NSW Courts, (7 April, 2015) https://nswcourts.com.au/articles/blameworthy until-demonstrated guiltless is-it-reasonable for turn around the-onus-of-evidence/. 06) 73.

A Dialogue Over Marijuana And Its Characteristics Assignment

A Dialog Over Marijuana And Its Characteristics - Assignment Example So I arrived at my study hall, drew a weed leaf, for class 11 understudies they thought in their present undertakings class they would talk about science. Be that as it may, they were before long refuted to their articulate amazement. I stood firm to the ground and brought up the accompanying issue to the understudies: â€Å"Who here feels that Marijuana ought to be sanctioned in Europe and the remainder of the world†? A significant number of them didn't have the foggiest idea what I was discussing, so I clarified the herb and its attributes. As every other person would have thought, they arrived at the determination this was a medication and they better avoid it. Which was the point fundamentally. Nonetheless, very of a couple of them needed to think about it more and needed to attempt it under the steady gaze of making any decisions about it. One child posed the conspicuous inquiry which was going to come up at some point or another. â€Å"Is it our entitlement to smoke Marijuana?† All things considered, that question took me back to the different contentions and encounters I have had with individuals over the lawful option to smoke Marijuana. ... I told my understudies that opportunity consistently includes some significant downfalls. In the event that you are happy to address the cost, at that point you can feel free to appreciate the opportunity. In any case, it is appropriate to take note of that individuals in my group were hesitant to scrutinize the framework as it remained there. Very few of them truly felt that it merited the investing energy. That is to say, for what reason would anybody need to enjoy a criminal behavior of smoking pot when one realizes that he can be captured for this? Very few were happy to make th strides and I don’t accuse them. Contemplation: The motivation behind why I talked about maryjane is impossible to miss to what I believe is the genuine estimation of opportunity. In today’s world there are many radicals out there. Relatively few peple aer prepared to address he framework and the individuals who do have no understanding or expect to arrive at some place. Weed is for quite so me time been known as a recreational medication. It isn't generally a medication, however a progressively recreational medication which was utilized copiously in medieval India. Individuals in India like sadhus and holy people used to smoke this leaf again and again and determined incredible joy out of this. They were amazingly savvy and were consistently in front of their occasions, not on the grounds that they smoked pot, but since they were intrinsically similar to this and it launch them to smoking pot for recreational utilization. The incongruity has become now that the USA whose belief system was established by men who smoked pot wound up restricting a similar medication. They were not prepared to permit its reality, generally in light of the fact that around then because of the outer mechanical powers smoking maryjane had just become an unlawful and no-no activity. Response: As an educator I am consistently watching out for understudies that have the skill to take care of the ir present so as to improve their future and use the best of each

So the rest of your decisions are coming in

So the rest of your decisions are coming in Ahhh, yes. I know this time of year. Left and right you have tiny pansies sprouting up from the earth and cherry blossoms sprinkling their petals. Baby bunnies hopping around gleefully at your feet. The smell of fresh sweat and tears exuded by seniors everywhere in the midst of their college decisions being sent to their inboxes. Such a beautiful season. If you’re like 92% of kids who applied to MIT, then you probably didn’t get in. And if you’re like most every regular action college applicant, regardless of admission or non-admission to the Institute, you probably applied to other schools that are spewing their judgments at you all of this week and next. I remember this week in late March as a very scary time, especially since so many MIT applicants also apply to the slew of top schools that all tend to release within several days of each other. At this point, their decisions are real enough to be on your mind, but not all real enough to yet be materialized as a concrete “you’re in!” or “we regret to inform you” (or perhaps the demoralizing “wait a few months for an actual decision”) on your screen. So you wait a bit longer. That’s all you can do. Now, I could go on and on about how “well, you’ll be happy wherever you go!” and “a decision doesn’t define your worth as a person,” and “hun, you’ll do amazing things anyway.” I can show you all the world’s examples of people who faced rejection and subsequently found greatness. I can aggressively remind you of how awesome a person you are, and how the fact that you applied to these great schools says a lot about your impending success at whatever you choose to do. Because, you know, it does, and you are, and you most definitely will lead an amazing life despite the absolute absurdity of the US college admissions process. But youve heard all of that already, and you might rationally already know it. Your anxieties arent miraculously cured. How many times have you been reminded of each one of these little sentiments? How many teachers and guidance counselors have advised you that you just need to have a positive attitude (because you had no idea) and that you’re just a bright beautiful shining star with “great things ahead of you?” And what right do I a girl who lucked out in the process and is currently attending her dream school have to tell you to essentially calm down, because it really isn’t that bad? I’ll give you an analogy: MIT is, as I’m sure you know, hard. A lot of people struggle here scratch that everyone struggles here to at least some degree. Just recently, a friend of mine was having a particularly struggle-ridden afternoon with a class intended for students with a lot more “mathematical maturity” than he had previously developed. He was ranting to me about how stressed the workload was making him, and so I started: “Well, we both know you’re insanely smart, and the fact is that everyone else in this class comes from a fuller math background, and it’s not you..” “I know!! I mean, sorry, but I know I’m less experienced, but knowing that doesn’t help me in any way right now.” “Oh, well, you’re working so hard, and you’ll end up learning a lot and feeling good afterwards…” “Look, yeah, I get you’re trying to make me feel better, but the fact is that I have 8 hours straight of work ahead of me if I want to submit this by the deadline, and it feels horrible, and I’m exhausted…” And like so, he continued to vent his frustrations until he was satisfied enough to embark on the eight-hour grind. I realized the error in my well-meaning attempts at subduing his distress; that I could do the most good by just shutting up and listening rather than discounting his concerns. Hard feelings should be validated, not suppressed, and sometimes “ah, that really sucks, dude,” is the only appropriate thing to say. So, while I know you will most definitely end up happy, that doesn’t change the fact that the window of time right before most decisions are released (and possibly after you’ve been denied from one of your top schools already) can be stressful beyond belief, and I think we should talk about it in a more open way. Sound good? I’ll start. I remember starting my applications in September of my senior year after I’d gone to Cambridge for a several-day visiting program at MIT. I succumbed to the emotionally devastating trap of falling in love with one particular school, and invested hours a day into what was clearly a dysfunctional relationship. By December, I became obsessed with those College Confidential threads that show stats for students who got in (horrible, horrible habit, would not recommend). I stalked through the MIT tag on Tumblr to learn everything I could about the lives of its students. I read the admissions blogs like the Holy Bible under a vague superstition that my devotion would render me “worthy” on the rapture of decision day; I had been vomiting occasionally from nervousness by the time that week arrived. One of the things I can most clearly recall from that time period is habitual daydreaming about acceptance. I would fantasize about how I would tell my family the news, the kind of status I would write on Facebook, the color pom-pom I would use to top my party hat in the resulting celebration (green, definitely green). And then I would wake up from the fantasy and feel a strong dysphoric sense of “oh wait, 92%.” Oh wait, my grades could have been better, scores could have been higher, why am I being stupid and even considering the possibility of acceptance, this is silly, I’m nowhere near good enough… something something, dangerous thought patterns leading to feelings of inadequacy and distress. It felt impossible not to dwell. And then there was the simple stress of not knowing. It’s like you’re sitting in the medical exam room going “what’s the prognosis, doc?” but the doctor can’t tell you for another week, because they’re not finished testing your blood for the rare strain of Ebola that they think you might have. Or alternatively, say your teacher is still grading that really important test that defines your entire grade, so it’ll be a few more days before you can see how you did. Did you pass? Did you screw up the question on honeybee mating habits as badly as you thought you might have? The uncertainty, in itself, is psychologically agonizing. Patience is a rare virtue. I should probably mention that I’m not entirely sure how normal my experience was, since I went to a high school full of hyper-motivated students with dreams of HYPSM. Perhaps I wouldn’t have been so stressed out had I not been surrounded with a network of anxious friends. Yet, I do consider myself lucky to have had a group of people to rely on when the waiting game was too difficult to play alone. And among my peers, I certainly didn’t have the worst case of it, as too many of my fellow applicants had to deal with the added fear of their parents’ reactions to a rejection the notion that respect within their family and community was at least partially contingent upon an Ivy acceptance. I don’t see how any amount of “you’ll be happy at any college” could quell that type of burden. When Pi Day came around, many of these peers were subjected to Stu Schmill’s “sorry” and well wishes. I remember one friend recounting how hard he had worked in high school and trying to understand his decision in terms of where he fell short: “was I not unique enough?” and “should I have worked harder?” to which I firmly insisted “no.” Although my classmates not admitted were among the most intelligent, genuinely good people I had ever known, the suspicion that your rejection corresponds to an academic or personal shortcoming can be naturally difficult to ignore. No amount of reassurance can avert all insecurity, and the resulting self-doubt can be stressful and damaging. So went those few weeks. As for the time preceding other “big” decision dates I can’t say I had to deal with any regular applications myself, so perhaps it’s not my place to elaborate. I can only attest to all the nerves surrounding me, especially in those students who had aspired to study at the best universities since before they could fully understand what that entailed. Of course, there were also the kids who went about it without appearing the least bit perturbed, which is just impressive, and awesome. That kind of positivity is what I aspire to be, though easier said than done. Anyway, you guys, I hope I didn’t freak you out even more. I’m not trying to imply that you should be dying over decisions, but I wanted to point out that in my experience, it was a lot more difficult to handle than people generally talk about. It seems that we expend so much energy to counter the fears you might have which is necessary and good but rarely take a step back and validate all the bad feelings that quietly exist. Ill say it: the admissions process is terrifying! Both rejection and the prospect of rejection feel awful, and a positive attitude isn’t a cure for every bit of anxiety you might have over it. Let’s talk about these feelings more honestly, and more often.

The Business World Is More Challenging - 1584 Words

To say the truth the business world is more challenging. To assess the purpose the business it should be noted that we can say that the profit must come in the first array and in some special cases the benefit to the society also has come as a major why the business is doing in the current world. If we wish to make analysis the environment of the business then the industry in which the business is operating must be given preference as well as the risk the business is having in the current time being. 1 Task-2 1.1 How the different economic system affects the effective allocation of the resources Command economy: At first we will discuss regarding the command economy. Actually command economy refers to any such type of economic system where the government holds the authority of the major decisions such as how much to be produced, the price quotation for the produced goods and the quality of the produced goods in some extent also. So it is necessary to discuss how it will affect the Trio and other business organization. To say we can illustrate that here the company will not have the option to produce as its best wish rather than the government has (Piveronus, 2006). On the other hand the company has not the right to fix the price quotation rather it may be lower due to the government intervention on the company. The company cannot have the optimum quality production as the price charge may not come up with the said price. Market competition may be high. There is a littleShow MoreRelatedMy Statement of Purpose: Financial Engineering677 Words   |  3 Pagescomplex business pr oblems while also creating software applications that scale to the most complex, large scale enterprises is a passion that drove me to excel in computer science. 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Wedding Speech - Original Writing - 1223 Words

â€Å"Beep! Beep! Beep!† My alarm clock only had to ring three times for me to turn it off and hop out of bed that morning. The day before I had hit snooze twice refusing to get up, but today was different, it held a special purpose. I pulled on my bathing suit, a pair of shorts, and a hoodie, and ran down the steps into the kitchen. My mom was in her usual morning spot, in a big white chair off the kitchen with her bible open, and her reading glasses on. On the table were two pieces of cinnamon toast on a napkin for me she had prepared. My dad was standing at the sink filling two water bottles, and was wearing his favorite green Patagonia board shorts. â€Å"Ready to go?† my dad smiled. â€Å"Yep!† I replied. â€Å"Don’t forget your toast! I love you! Have†¦show more content†¦Plus, we were so excited to surf that we didn’t think much of it. The Dingees played through the speakers, a nineties ska band that my dad loved. Even though I didn’t know exactly what the lead singer was saying, I loved it because that’s what he always played whenever we went to the beach. The sun beamed through the clouds and down on the city as we drove over the thirty-fourth street bridge, and made its way into our eyes forcing us to put down our sun visors. My favorite kind of days were Daddy and Kate kind of days, especially the ones like these. The days when we woke up early to go surfing with hot chocolate in hand, waves on our mind, and pure stoke in our souls. To me, no other day could compare to days like these. We took small sips out of our cardboard cups, and giggled with each other at stupid stuff on the way. There was always something to laugh at when I was with him, whether it was a silly dad-joke or a game he had made up. This time, we were making up phrases after the letters on the license plates of whatever car was in front of ours. â€Å"4 FAHL. What could that stand for?† we thought for a minute. â€Å"Four farting aliens having lunch!† he blurted out. We laughed like crazy, and made up more all the way through Ocean City. Our home beach was fifty-ninth street, but the waves were supposed to be better in Strathmere, so we decided to try something new. As we drove past our beach and over the bridge into Strathmere, I was in awe of a

Exams Essasys Free Essays

Centre Number Surname Other Names Candidate Signature Candidate Number For Examiner’s Use Examiner’s Initials Question Mark General Certificate of Secondary Education Higher Tier January 2012 1 2 3 4 5 6 TOTAL English/English Language Unit 1 Tuesday 10 January 2012 9. 00 am to 11. 15 am ENG1H Understanding and producing non-fiction texts H For this paper you must have: Sources 1, 2 and 3 which are provided as a loose insert inside this question paper. We will write a custom essay sample on Exams Essasys or any similar topic only for you Order Now Time allowed ? 2 hours and 15 minutes Instructions ? Answer all questions. ? Use black ink or black ball-point pen. Fill in the boxes at the top of this page. ? You must answer the questions in the spaces provided. Do not write outside the box around each page or on blank pages. ? Do all rough work in this book. Cross through any work you do not want to be marked. ? You must refer to the insert booklet provided. ? You must not use a dictionary. Information ? The marks for questions are shown in brackets. ? The maximum mark for this paper is 80. ? There are 40 marks for Section A and 40 marks for Section B. ? You are reminded of the need for good English and clear presentation in your answers. There is one insert inside this question paper. Sources 1, 2 and 3 are printed on the insert. ? You will be assessed on the quality of your reading in Section A. ? You will be assessed on the quality of your writing in Section B. Advice ? Before you start writing read through all six of the que stions you have to answer and the three reading sources. ? You are advised to spend about one hour on Section A and about one hour on Section B. (JAN12ENG1H01) M/Jan12/ENG1H ENG1H 2 Section A: Reading Answer all questions in this section. You are advised to spend about one hour on this section. Do not write outside the box Read Source 1, the online newspaper article called Britain’s big problem with water by Geoffrey Lean. 1 What do you learn from Geoffrey Lean’s article about the issues of rainfall and flooding (8 marks) in Britain? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ 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Turn over? ____ 8 (05) M/Jan12/ENG1H 6 Now read Source 3, Ferry across the lake, which is an extract from a non-fiction book. 3 Explain some of the thoughts and feelings Christopher Ondaatje has about his (8 marks) experience of Lake Victoria. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 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Taxation V Hunger Project Australia

Question: Discuss about theTaxationfor V Hunger Project Australia. Answer: Commissioner of Taxation V Hunger Project Australia (2014) FCAFC 69 Introduction The decision taken by the Federal court in the recent case of Hunger Project Australia is very important for the not for profit sectors and charity. The decision is important because it challenges the idea that it is important for an organization to provide direct relief and services in order to be considered as an institution for public benevolent. The status of Public benevolent Institution brings various types of benefits, particularly employees under the provision of the FBT and to the organization for deductible receipt of gifts. This case have provided opportunity to various organization that have not been recognized as PBI by the ATO because it does not provide direct relief (Saad 2014). Case Introduction/ Background The Hunger Project Australia is a business that is limited by guarantee. The objective of the company is to provide relief in sickness, poverty, helplessness and destitutions. In the developing world the work is primarily conducted. This organization is the part of the global project The Hunger Project. The HPA is engaged in wide range of activities but the most substantial activity carried out by them is that of raising funds. Though there are some activities carried out by them but it is considered as negligible (Hurley 2014). In this case, question before the Federal Court was to decide whether The Hunger Project be considered as a Public Benevolent institution. It was argued by the ATO that the HPA could not be regarded as PBI because there is lack of directness in the activity of the HPA. The argument provided by the Hunger Project Australia was that the requirement of directness was wrongfully read in the context of Public Benevolent institution. There is no definition provided in the legislation therefore without the proper basis of law if an organization raises funds for chartable purpose then that organization can be regarded as PBI (Friezer and Wu 2014). Legislations In this case, various legislations have been referred the list of which is below: Estate Duty Assessment Act 1914-1928; Fringe benefit Tax Assessment Act 1986; Income Tax Assessment Act 1997; Pay roll Tax Act 1971; and Tax Administration Act 1953; Section Breached The section 57A (1) of the FBT Act, states that if the employer is a public benevolent institution as per section 123C (1) or (5). Then in such case, the benefit provided by the employer to employee is an exempted benefit. The section 57A (2) further provides that the employer should be the government body and the duty of the employees should be in connection with the public hospital (Naik and Kohn 2013). The section 57A (3) states that in this case the benefit provided by the employer to the employee is an exempted benefit. The condition is that the employer should be a public hospital or the employer is engaged in the service related to public ambulance (Murray and Martin 2015). The section 123C (1) of the FBTA Act provides that the commissioner is obliged to endorse the entity as a Public Benevolent Institution if the body has applied for the endorsement. The section 123C (2) states that an entity can be endorsed if it is a public benevolent institution that has a Australian Business Number (ABN) and the employer is not engaged in the step two of as provided in the method statement (Bell 2013). In this case the issue is to determine if the entity is a public benevolent institution as per section 123C (2) of the FBTA Act. It should be not that there is no definition of the public benevolent institution is provided in the FBTA Act (Sharkey and Murray 2015). Analysis of the Decision The discussion above shows that the issue before the court is to determine if the entity can be regarded as a public benevolent institution if it is not directly related in providing relief to those in needs. The court has analyzed the meaning of the term PBI in the different statutory backgrounds (Marks 2013). The principal authorities reflected by the court in this case are: Perpetual Trustee Co Ltd V Federal Commissioner of Taxation (1931); Australian Council of Social Service Inc V Commissioner of Payroll tax (NSW); Commissioner of Taxation V Royal Society for Prevention of Cruelty to Animals; and Commissioner of Pay roll Tax V Cairnmillar Institute (1990); The court found that the authorities mentioned above supports the proposition that ordinary meaning should be given to the expression Public benevolent institutions. The ordinary meaning is not clear whether the requirement includes that the relief is to be provided directly by the entity. The court was expressing the meaning of PBI on the argument provided by the commissioner that the entities should provide relief directly to be considered as a PBI (Hurley 2014). The argument provided by the commissioner includes history of the statutory expression and the consideration of the authority. The commissioner on appeal provided the same argument but the court was not satisfied with the argument that an institution cannot be a PBI if it does not provide relief directly. The court on the other hand established that there is at least one primary reason for refusing the obligation of direct relief by the company. The good reason was found in the judgment of the case of the High Court in Federal Commissioner of Taxation V Word investment (2008). In the circumstance of Word Investments, the main concern is to determine if the entity in question is a charitable institution (Norbury 2014). In this, case the entity accepted the deposit from the people for that it has paid low or no interest. These funds were then used by the entity for commercial activity for making profits. The company to perform charitable activities in overseas used the profits. The High court rejected the argument of the commissioner that the organization was not an institution for charity (Hedlund 2016). The court reasoned that it would not be proper to distinguish between the companies based on whether the company is paying other company for charity or the company has other division t hat is engaged in the charitable activity. The court in the situation of Word Investments found that the argument of the commissioner not correct and rejected the appeal of the commissioner. The commissioners submissions related to the statutory context are presumed to be at worst misconceived and best unpersuasive. Under section 41 the reliance on the subsection 8 (5) has been seen to be difficult in terms of following a different tax regime. It has been further seen to be difficult to observe the terms different way of acting with varying tax regime (Saad 2014). This is directly related to the fact which has been stated in the year 1928 and is further seen to be considered for the exempt from the estate duty, inter alia, a public benevolent institution and a fund established and maintained for providing money for the use of such institutions. It has does not take into consideration the general understanding of a public compassionate institutions for the last eighty years. In the terms stated under s 8(5) of the EDA is not seen to be providing a relevant contextual consideration under the FBTA Act (Edelman and Bant 2016). Under the sec 42, it has been stated that the primary judge erred to dismiss the different consideration under the 8(5) of theEDAAct. The honor was rightly considered to conclude on the consequence in the apparent legislations provided under 8(5) of theEDAAct (Hurley 2014). This was taken into consideration to confirm that the handouts from a fund such as trust find are seen to be structurally not have been considered to institution. This is further exempted from estate dutyconsiderations. A fund is considered to be separate from a body set up to manage the fund. Since, a fund shall not be considered in ordinary circumstance (McGregor-Lowndes 2015). The primary judgment was seen to be concluding that the he had no opinion on the feature of the ordinary meaning of a public benevolent institution. The various types of the terms which has been considered under the separate terms of the 57A(3)(b) of the FBTA Act is also seen to be providing no assistance for the judgment related to the c onsiderations stating whether an organization which principally raises moneys for munificent resolves can be a public benevolent institution. It is unclear how the legislature is chosen under the s57A (3) (b)and the several exemptions which are seen to be maintained for the employers. It cannot be inferred clearly whether an entity which is seen to be raising resources to be utilized by separate entity for the respite of hunger, which cannot be a public benevolent institution. In the section 44 the advancing exercise for the administration for the analogous extension in s 57A (1) is not considered (Sharkey and Murray 2015). The different type of the consideration for the analogies, it might be concluded that these extension was not crucial since an institution, which is mainly involved in fund raising, can in any event act as a public benevolent institution (Barker et al. 2017). The judgment of the court was appropriate because it has correctly rejected the contention of the court in relative to the meaning of the term public benevolent institution. The court has found no good reason that entity should dispense relief directly to be regarded as the PBI. Conclusion Based on the above discussion it can be said that there cannot be single definition or ordinary meaning of the Public Benevolent Institution. The PBI are the institutions that are engaged in the activity of providing relief in poverty and distress. The meaning of the term PBI is broad enough to encompass institutions that are providing relief to developing countries. Therefore, it can be said that the institution that are not directly engaged in the relief can also be regarded as PBI. It was concluded by the court that based on the facts it can be said that the HPA is a PBI. Reference Barker, K., Fairweather, K. and Grantham, R. eds., 2017.Private Law in the 21st Century. Bloomsbury Publishing. Bell, E., 2013. Judicial perspectives on statutory interpretation.Commonwealth Law Bulletin,39(2), pp.245-281. Edelman, J. and Bant, E., 2016.Unjust Enrichment. Bloomsbury Publishing. Friezer, M. and Wu, L., 2014. Taxation: Fund-raising can be enough: Not-for-profits as public benevolent institutions.LSJ: Law Society of NSW Journal,1(4), p.68. Hedlund, R., 2016.Conscience and Unconscionability in English Equity(Doctoral dissertation, University of York). Hurley, T., 2014. Case notes: The latest from the high and federal courts.LSJ: Law Society of NSW Journal,1(3), p.84. Hurley, T., 2014. Thomas Hurley case notes.Brief,41(7), p.43. Marks, D.W., 2013. Changing perpetuity periods and vesting dates.Tax Specialist,16(3), p.127. McGregor-Lowndes, M., 2015. The Australian Nonprofit Sector Legal Almanac 2014. Murray, I. and Martin, F., 2015. The Blossoming of Public Benevolent Institutions: From DirectProviders to Global Networks.Alternative Law Journal,40(1), pp.36-41. Naik, L. and Kohn, M., 2013. Test case clarifies PBI endorsement criteria.Keeping Good Companies,65(9), p.557. Norbury, M., 2014. Hunger Project Australia.Taxation in Australia,49(3), p.171. Saad, N., 2014. Tax knowledge, tax complexity and tax compliance: Taxpayers view.Procedia-Social and Behavioral Sciences,109, pp.1069-1075. Sharkey, N. and Murray, I., 2015. Reinventing administrative leadership in Australian taxation: beware the fine balance of social psychological and rule of law principles.Browser Download This Paper.

Trials and Verdicts

The important result of the legal decision-making process is the verdict which can end the trial process and state the form of punishment for the convicted person.Advertising We will write a custom research paper sample on Trials and Verdicts specifically for you for only $16.05 $11/page Learn More However, to understand the details related to interpreting the cases and law and to stating the verdict, it is necessary to analyze the processes related to different courts according to their jurisdiction, and to focus on the real-life examples in order to discuss the problems of accepting a plea bargain and of being wrongly accused. The question of the court’s jurisdiction is discussed when it is necessary to select which court can decide on the certain case appropriately. Following the Felkner v. Jackson case, it is possible to state that different courts are effective to discuss concrete issues and decide on the aspects of the case, but the process of the case resolution can be rather long and complicated. In 2011, Steven Frank Jackson was convicted of many sexual offenses. However, Jackson referred to the Batson v. Kentucky case, and focused on the issue of racism in relation to the California jury who discussed the case. Jackson’s petition was accepted and examined by the California Court of Appeal, and then the California Supreme Court decided according to the court’s jurisdiction to reject the necessity of the case’s review (Felkner v. Jackson, 2011). Nevertheless, the case was not unresolved even in relation to the Federal District Court. In this situation, the Supreme Court took the jurisdiction to provide the decision, and the previous courts’ decisions were defined as unreasonable. Finally, it is stated by the Supreme Court of the United States that the petition â€Å"for certiorari and the motion for leave to proceed in forma pauperis are granted. The judgment of the Court of Appeals for t he Ninth Circuit is reversed, and the case is remanded for further proceedings consistent with this opinion† (Felkner v. Jackson, 2011). As a result, it is possible to note that the decision to discuss the case in the Supreme Court of the United States is appropriate because of the necessity to resolve all the controversial points of the case which cannot be resolved in the other courts.Advertising Looking for research paper on constitutional law? Let's see if we can help you! Get your first paper with 15% OFF Learn More The cases when the defendant accepts a plea bargain as an alternative to trial are also very controversial and complicated because this decision can be associated with a kind of pressure from attorneys and prosecutors. Furthermore, the defendant can change his or her decision during the process. Thus, to discuss the question in detail, it is necessary to focus on the Freeman v. United States case (2011). William Freeman was convicted of different crimes associated with drug trafficking and drug delivery. However, Freeman decided to develop the plea agreement under Fed. R. Crim. P. 11(c)(1)(C). The agreement meant that Freeman could plead guilty depending on receiving a specific sentence. The case was rather complicated, and it was decided in 2011 that referring to 18 U.S.C.  § 3582(c)(2), the sentence could be reduced â€Å"for the offense to which the defendant pled guilty† (Freeman v. United States, 2011). In spite of the fact that the plea agreement does not mean the alternative to the trial, the case is important to be discussed to decide whether or not justice was served. Referring to this concrete case, it is possible to state that the justice was served because the severity of crimes should be taken into account every time when the possibility of the plea agreement is discussed. The most problematic cases are those ones in which defendants are wrongly accused and later vindicated. One of the most famous case s is the case associated with the famous sportsman Brian Banks who was convicted of raping Wanetta Gibson. Brian Banks accepted a plea bargain because of the threat to be imprisoned for more than 40 years. However, in 2011, it became possible to state that Banks was not guilty, and he was vindicated. The most important aspect to be discussed in relation to the case is the fact that Wanetta Gibson lied during the first trial process in order to receive the significant financial compensation (Powers, 2012). The decision of the court could be different, but the lawyers failed to prove or not Gibson’s words. That is why, these details affected the whole trail process, and Brian Banks had to accept the plea agreement in order to avoid being imprisoned for a long period of time.Advertising We will write a custom research paper sample on Trials and Verdicts specifically for you for only $16.05 $11/page Learn More In spite of the fact, the United Statesà ¢â‚¬â„¢ legislative system should contribute to the people’s welfare and protection, there are many controversial verdicts and trials which can influence the statement of the principles of justice in the country. From this point, it is necessary to pay much attention to the controversial aspects and issues discussed during the trial processes in order to resolve cases in the appropriate courts with the focus on their jurisdiction and to avoid the ineffective decisions which can lead to the unalterable consequences. As a result, all the details of the case should be taken into consideration to decide on the person’s guilt and possible verdict. References Felkner v. Jackson. (2011). Retrieved from https://www.supremecourt.gov/opinions/10pdf/10-797.pdf Freeman v. United States. (2011). Retrieved from https://www.supremecourt.gov/opinions/10pdf/09-10245.pdf Powers, A. (2012). A 10-year nightmare over rape conviction is over. Retrieved from https://www.latimes.com/local/la- xpm-2012-may-25-la-me-rape-dismiss-20120525-story.html This research paper on Trials and Verdicts was written and submitted by user Alfonso Fletcher to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Argentine Ant Supercolony essays

The Argentine Ant Supercolony essays No single insect has had a larger influence on the development of mankind than the lowly ant. It has been storied throughout world literature, and even in the greatest of books, the Bible. Proverbs 6:6 states "Go to the ant, thou sluggard; consider her ways and be wise." It is said that rose by any other name is still a rose; however, the story is not the same with the ant. One particular species, the Argentine ant, or Iridomyrmex humilis or Linepithema humile, has been revered for its tenacity, especially in defense of the nest. It is even set apart in literature, in Linengen Versus the Ants. This particular species is known mainly for its proliferation and aggressive behavior. These ants often fight to the death when they encounter another colony and drive out other ant species as they proliferate. It seems they are made for this barbaric behavior, as they have large mandibles and a chemical weapon called iridomyr-mecin, which kills enemies or at the very least forces them to retreat. They also have as many as eight queens per thousand workers, which makes them nearly impossible to eradicate, as they reproduce at an astounding rate. "If all of the buildings in the world disappeared, just leaving the (Argentine) ants in the air, you could still see the outlines of the city." But recently, this aggressive, tenacious species is becoming known for so mething else: cooperation. A supercolony, or unicoloniality, is an extraordinary social organization whereby individuals mix freely among physically separated nests. It has been known for a while now that a supercolony of these ants exists in southern California, but until recently, this was thought to be one of a kind. This was proved to be untrue by a group of scientists led by Laurent Keller, and entomologist from the University of Switzerland. It would be easy for one to understand nests cooperating within a few feet, but this supercolony is the largest ever discovered, span...

Foundations for Cultural Competence in Arab Culture Case Study

Foundations for Cultural Competence in Arab Culture - Case Study Example A vaginal examination would enable the doctors and nurses to obtain vaginal samples that can be used in the diagnosis. The mother insists that the doctors and nurses should only give prescriptions without the examination, an opinion that contradicts with nursing standards of practice, as well as the definition of evidence-based practice. This paper will describe the best course of action for the nurse. The nurse should demonstrate understanding of Mrs. Nasser’s views and convictions concerning the issue at hand. Evidently, Mrs. Nasser’s concerns have a strong basis because if the virginity of the daughter is under compromise, it can destroy her life, making her a social reject. Therefore, the nurse should reassure Mrs. Nasser that her concerns are worth proper consideration. However, the nurse should also explain that prescription without diagnosis poses serious health risks and that it is unacceptable (Purnell, 2013). The nurse should elaborate the possibility of carrying out a vaginal exam that does compromise the virginity of the young girl. The nurse should depict a high level of understanding while giving Mrs. Nasser and her daughter the reassurance they need. Notably, nurses play a critical role in helping patients understand the available treatment procedures and choices. Moreover, nurses should provide patients and their family members with the emotional suppo rt required so that they can be willing to accept the available treatment options. Finally, nurses should prove to be highly culturally competent. Nurses should be able to exhibit culturally congruent behaviors and attitudes when delivering care to different communities. In this case, the nurse should demonstrate respect for the Arab culture. In addition, the nurse should have the required skills to carry out a culturally congruent assessment in order to determine the underlying beliefs and the opinions of both Mrs. Nasser and her daughter (Songwathana & Siriphan, 2015).

Analyse website traffic data Essay Example | Topics and Well Written Essays - 750 words

Analyse website traffic data - Essay Example However, there have been significant improvements since 30/06/2006 reaching a figure of 80,000, on that date. By Hour of Day: the activity tends to increase by around 7.A.M. and reaches its zenith by around12.59 PM. Noon. The activity tapers down after noon and reaching its lowest ebb at 11.PM. The highest activity recorded is at 12.59 PM and the lowest at 3 PM. Activity by day of week: The activity by day tends to increase after Sundays with Wednesdays registering the most peak activity of hits. It is lowest during the weekend on Saturday recording 2494 hits on that day of the week. One of the main reasons why some of the results may not be valid may be due to the presence of invalid or incomplete data, due to technical or other reasons. Therefore a certain provision for errors has to maintain while collating statistical datas. On certain occasions, there may be mismatch between the total website hits in the summary and the website hits in the daily visitor activity. This is because the summary indicates only passed or validated requests, whereas the daily activity indicates all activities, valid or invalid. Website traffic helps to evaluate the positive and negative areas of websites. â€Å"However, the data receive from host company can be overwhelming if it is not able to understand how to apply it to particular business and website. It is essential to examine the most basic data - the average visitors to the site on a daily, weekly, and monthly basis.† (Johnson, Cameron, 2007). Color choices and layout and design aspects could be regimented. Additionally the website needs to be updated on regular basis and newer and better features incorporated so that the visitors and hits could be conspicuously increased over a period of time. The use of â€Å"CSS (Cascading Style Sheets) and XHTML (eXtensible HyperText Markup Language) to design and

The Values and beliefs of mentoring

The Values and beliefs of mentoring Mentoring is a dynamic complex developmental relationship between two. They share experience, values and beliefs (Palmer 1987).Through this partnership the mentee, with assistance from the mentor sets goals for purpose of the development of the mentee. Enhancing skills, gaining new knowledge and implementing new behaviours are the intended targets of the mentoring journey. To achieve these goals in personal development, professional development and learning, the relationship requires time, patience, dedication and to some degree selflessness .In medicine , mentoring is changing the culture of sink or swim attitude.(20) The concept of developmental mentoring therefore, with its emphasis on peer support, self managed learning, development contracts and reflective practice has the potential to challenge the individual mentors and mentees. While it is a close relationship, it is not a friendship .Problems can arise and lead to dysfunctional relationship .Some measures are recommended to avoid such outcome. Mentoring is a relationship between two people in which trust and respect enables problems and difficulties to be discussed in an open and supportive environment (Whittaker and Cartwright 2000). It is psychological bond between two people .Connor (2006) suggests that mentors provide a safe place for reflection; they listen and support, explore strengths and blind spots, enable self challenge, generate insight and focus on goals. .The focus in mentoring is emotional and behavioural aspect of knowledge transfers rather the processes or techniques as compared to tutoring. (Fig 1) It has benefits and satisfies needs of both. Once grasped, this is often seen as one of the most liberating aspects of being a mentor/mentee (3) Fig (1): Tutoring v Coaching v Mentoring What the mentor do (activities)? (6x5x5) I can summarize these as: 6 attitudes and 5 skills in 5 phases Attitudes: Fig (2) (mentor= MENTOR) In the mentee centred model which I prefer, the mentor helps the mentee set goals in personal and career development and learning objectives. We know that self discovery and self experience are important facets of learning (Rogers1983) and as (kobbs1984) (Knowles 1984) observed in adult learning theories. Mentee are expert in their own right. The mentor just motivates, empower, nurture self confidence, and teach by example, and sometime, offer counsel and advice and raise the performance bar (Scouba 1999). He helps the mentee to grow and achieve his goals. These goals should be specific, measurable, achievable, and realistic and time bound (SMART). He recommends and creates learning opportunities, transfer knowledge in such areas like critical thinking, problem solving, and points strength and areas for development Motivate Empower Nurture self-confidence Teach by Example Offer counseladvice Raise performance bar Fig (2): mentor = MENTOR= 6 attitudes He wears these different hats according the situation and mentoring moments In simple words he involves the mentee in mentoring conversation (the five mentoring phases) (fig3) 2-Undersatnding The mentee 5 Implementation Review 1-Contraction and Building rapport 3 Analysis Mentee needs/Mentor perspective 4 Action planning Options/choice Fig (3): Mentoring: The 5 phases During this special conversation the mentor applies the 5 mentoring (communication) skills: Fig (5) Mentoring skills: 1-Rapport: is the ability to relate to others in a way that creates a climate of trust and understanding. Rapport is also the ability to see each other point of view (not necessary agree with), to be in the same wavelength and to appreciate each other feelings.(24) To build rapport different techniques can be used starting with small talks to explore common interest, day to day chat and progress to opinions, beliefs, feeling and emotions. With time as the relation becomes stronger and people become comfortable, unspoken rapport can be reached. Fig (3) Unspoken Rapport Feeling and emotions Judgement, values and belief Ideas and opinions Facts, opinions and small talk Ritual and clichà © FIG (3): Building Rapport steps 2-Effective listening: This is an art and skill to learn. Active and then deep listening requires the listener to understand, interpret, and evaluate what they hear. This involves tuning in to what the mentee is saying, giving them complete concentration, and waiting patiently for them to finish, without diving in or making assumptions about what they are likely to say. The provision of maximum attention is displayed both verbally and non-verbally through body language and eye contact. Words and actions should be used to convey encouragement to the mentee and benefit from active listening to get people to open up. (8)The ability to listen actively can improve personal relationships through reducing conflicts, strengthening cooperation, fostering understanding and building trust . Mentor should avoid cosmetic listening only. Fig (4) COSMETIC LISTENING CONVERSATIONAL LISTENING ACTIVE LISTENING DEEP LISTENING Fig (4) Listening types: mentoring level social level 3-Asking powerful Questions Questional skills are fundamental to effective mentoring. The role of questioning here is how to draw out learning and ideas from mentee In mentoring one need to ask open question rather than close ones, probing and challenging than leading. Even sometimes smiles, pauses, nods or gestures are as effective as spoken questions (14) Contracting Giving constructive Feedback Asking Powerful Questions Effective Listening REFLECTION Building Rapport MENTORING SKILLS (Applied in mentoring 5phases) Fig (3) Fig (5) Mentoring: The 5 skills 4-Giving constructive feedback A mentor can apply the principles of johari window (fig 6) during the mentoring process of giving feedback and encouraging self disclosure and to move information from blind spot and facade into the ARENA therefore increasing the size of the arena. (8)The blind spot will decrease as individual accept and own new information about themselves .The faà §ade get smaller as they disclose more information about their feeling, perception and opinions. Fig (6) Fig (6) : Principles of Feedback is the mechanism to enable people to develop, improve and change. One myth is that feedback is always negative, and it always a description of someones inadequacies and failures in developmental mentoring it is important to feedback successes as well as failures. What is important is that feedback is designed to help the person learn (constructive) while destructive feedback simply undermine and devalue them. What make the feedback effective when it is specific, nonjudgmental and given with purpose e.g. to improve performance (4) 5Contraction this more or less about mentoring agreements and helps (as I shall explain later) to resolve conflicts and problems that may arise 6- Reflection Both mentor and mentee must reflect at all the times to see that is learned and redefine more goals. A mentor can support the mentee by recognizing that each mentee is different. Some mentees may come with the solution himself/herself the mentor here is just acting as sound board. In other occasions the mentor must be prepared to respond in a number of ways called influencing styles as per need of mentee(6) These range from listening and interpretation, challenging, probing and diagnosing, gathering and adding new data, identifying options or last resort even planning for the mentee( defeat the issue, generally not recommended ). At end, the degree of intervention chosen by the mentor is : what mentoring is all about. Problems challenges Like any relationship things may not run smoothly. Problems usually stem from poor implementation of mentoring process. Nevertheless, this may exist at outset such as conflict between the mentoring and supervisory roles of the mentor; Mentors should not be the mentees educational supervisor or line manager or otherwise be involved in their appraisal to avoid blurring of these distinct roles Shaw (1983) has also referred to these inherent tensions in the role of the mentor if he or she also contributes, at whatever distance, to any assessment or performance at work (14) Another potential downside of mentoring is that over a period of time mentors tend to develop a considerable personal and private knowledge about their mentees and this knowledge base Safeguards of confidentiality are of vital importance in maintaining the integrity of the mentoring process. A dysfunctional mentoring relationship could also result from possession of certain personality traits that are not compatible with the process. Hence the importance of the mentor and the mentee having some common interests to give the relationship a good start..There should be matching and some choice given to mentee in mentoring programme. It is very important to have the right chemistry, to really, be able to mentor anyone in addition there must be a sense of win-win in both the mentor and the mentee. Both should want to participate, then the relationship can stretch over months or even years. Good mentoring is a facilitative, and during the mentoring process sometimes it is easy for the mentor to develop a patronizing attitude towards the mentee and it is important for the mentor to be aware of this tendency and resist it. Hence, mentoring should not always be about the mentor advising the mentee what to do in a particular situation, but rather should be about the mentor facilitating exploration of the issues by the mentee, at his or her own pace.(8) Thus by encouraging critical reflection on the issues the mentee should be able to find solutions to his or her own problems. Other difficulties include frustration due to lack of progress. Mentoring relationships that can be unproductive, unfulfilling, or (at an uncommon extreme) dysfunctional. i.e. primarily characterized by conflict. It occurs when a mentoring relationship is not working for one or all people involved because needs are not being met or individuals experience distress as a result of the relationship (Eby an d Allen1997) Problems and challenges in mentoring @ The Outset (avoidable) Mix of roles matching Lack of progress Patronizing attitude, confidential breach Boundaries /Emotions Too close or dysfunctional Dysfunctional Fig (8): Mentoring: the challenges There are a number of things that mentors can do to avoid or cope with conflict that may arise in a mentoring relationship like avoid self defeating behaviour: slow down, engage in critical self reflection( appendix1 appraisal check list ), consider ethical and professional obligations as a Mentor, be proactive and seek consultation. Also being too close to mentee can be a problem. I see it as one of the biggest challenges. Mentor should remind himself and his mentee that although the relation is a psychological bond but still not a blind friendship. There are boundaries and limitation to be observed. People can refer to their mentoring agreement ( see appendix ) to resolve these issues. There is always the option to end the relation with mutual respect. ( life cycle of mentoring by Hay(1995) appendix 2 What makes a good mentor? Mentors should enjoy helping others, has genuine interest in the mentee not only professionally but as human being. A good mentor accept their mentees, is empathetic, and free of judgment or rejection , maintains a positive outlook, yet is able to be realistic and have a strong interest in their own growth and self-development. A good mentor is committed to the role of mentoring and believes in the value of mentoring. He shows a desire and a willingness to give up time to help others with an open mind and a willingness to support the relationship. This good intention should by be supported with knowledge about mentoring techniques (8) Successful mentorship requires mentors with a balance of skills, attributes, and qualities. Some of these attributes can be learned or developed while others are inherent individual qualities that are part of who the mentor is. The attributes of a good mentor are widely discussed in the mentorship literature. Drawing from years of experience designing formal mentoring programs, Bowley offers these essential qualities of a good mentor: commitment, acceptance for mentee, teaching, learning and optimism.(8) Mentor should possess certain virtues, abilities and competences.(Johson2003) MENTOR Competent, committed, Confident Virtues Integrity, caring Prudence pru Abilities Cognitive, emotional Relational Competencies Teaching, mentoring Communication Fig (9) : Mentor Attributes 1Virtues Integrity, Caring, Prudence Mentor virtues of integrity, caring and prudence are described as The foundation to mentoring. Integrity reflects the ability to establish and maintain trust in a mentoring relationship, drawing from the presence of honesty and mutuality. Caring as a virtue means that the mentor shows respect and empathy to others-both within and outside of the mentoring relationship. Prudence indicates the intentionality and appropriateness of the mentor as shown through decision making (8) 2- Abilities Cognitive, Emotional, Relational Cognitive abilities include a sense of curiosity and dedication to experiential and theoretical learning. Emotional abilities reflect the individuals emotional self-awareness and receptivity, the persons engagement in self-reflection finally, relational abilities include the capacity to communicate empathy, respect and compassion. 3-Competencies Teaching, Mentoring, communication : These are specific skills, knowledge or techniques that mentors can develop through training and education. Teaching competencies include an understanding of adult learning processes and of the developmental needs and transitions commonly experienced by mentees. A facilitator to enable the mentee to open up new possibilities and set/achieve goals and models continuous learning, actively engaging mentees in their own learning and reflective processes, stimulates the students thinking and reflection and net worker who helps to develop useful connections for the mentee.(14) Mentoring competencies This compasses all technical aspects of mentoring: knowledge and Skills (fig 6) in the structure and process of the mentoring relationship, Skills to cope with challenges arising within a mentoring relationship (fig8)and understanding of the roles and responsibilities Of a mentor, recognition of dysfunction in a mentoring relationship. Communicating competencies address the interpersonal communication capacity and the self-awareness of the mentor. Conclusion What mentor do ( in mentee perspective) is to put in place achievable development plan, act as sounding board or devil advocate ,open doors and support in seeking opportunities .(9)The effective mentor gently probes to understand the relevant issues, asks open-ended and fact-seeking questions and understands that silence is useful when information is being digested or breathing space is needed.   Questions should be used to obtain information and/or steer the discussion in a particular direction. Appreciative listening is also important (7) It is important for mentors to convey understanding through feedback, reflecting back the mentees feelings and accurately summarizing or paraphrasing their thought processes. Overall good mentorship is about empowering the mentee to become self aware, self directing, develop a sense of their own purpose and understand their personal needs.(2) They also enjoy the reward from feedback about accomplishments in which they have shared. At the end a happy mentee is an evidence of a good mentor. References 1)D. a. l. Macafee: Is there a role for mentoring in surgical specialty training? medical teacher jan 2008, vol. 30, no. 2, pages e55-e59: e55-e59 2)S.Rramani, L Gruppen, E. Kachur :Twelve tips for developing effective mentors ,medical teacher Jan 2006, Vol. 28, No. 5, Pages 404-408: 404-408 3) T.Stenfors-Hayes, S Kalà ©n, et al : Being a mentor for undergraduate medical students enhances personal and professional development Medical Teacher Jan 2010, Vol. 32, No. 2, Pages 148-153: 148-153. 4) K Taherian, M.Shekarchian: Mentoring for doctors. Do its benefits outweigh its disadvantages? medical teacher Jan 2008, Vol. 30, No. 4, Pages e95-e99: e95-e99 5)Exploring mentoring: Board of medical education,BMA August 2004 6)Mentoring for doctors, guidance from doctors forum , DH 2004 7)B Buddeberg-Fischer, K-D. Herta :Formal mentoring programmes for medical students and doctors a review of the Medline literature medical teacher, Jan 2006, Vol. 28, No. 3, Pages 248-257: 248-257. 8) Module Two:: Competency in Mentoring,:Canadian coalition for global health research,2007 9) Oxley et al, 2003: Mentoring for doctors: enhancing the benefit (behalf of the Doctor Forum) 10) Megginsion, Clutterbuck, Garvey :Mentoring in Action A Practical Guide., Stokes, Garrett-Harris, 2006 11) Klasen and Clutterbuck, : Implementing Mentoring Schemes A practical guide to successful programmes. 2007 12) Megginson and Clutterbuck: Techniques for Coaching and Mentoring -2007 13) http://www.rcplondon.ac.uk/mentoring:RCP Pilot Mentoring Scheme in Wales 14)N.Cooper, k Forrest, Educational supervision in postgraduate medical education, wiley-blackwell,2009 15) SCOPME 1998 report in mentoring : Standing Committee On Postgraduate Medical Education 16) L H. Toledo-pereyra : Mentoring Surgeon ,Journal of Investigative Surgery Jan 2009, Vol. 22, No. 2, Pages 77-81 17) M. F. Longhurst: The mentoring experience ,medical teacher Jan 1994, Vol. 16, No. 1, Pages 53-59: 53-59 18)M.G.Moller,J.Karaichalis et al : Mentoring the modern surgeon, bulletin of the American college of surgeon, july2008 19)M.PConner, ,J.Pokora,N,Redfern : Developing senior doctors as mentor,medical education,34:747-75 20) C.Doherty: Introducing mentoring to doctors( challenging the of sink or swim culture), developmentlearning organization journal ,18:1, 6-8,2004 21)R. Alliot: Facilitatory mentoring in general practice,BMJ supplement,sep1996 WEB SITE 22) www.academicmedicine.ac.uk à ¢Ã¢â€š ¬Ã‚ º Mentoring and Outreach 23) www.academicmedicine.ac.uk/mentoring 24) www.nwmentoring.nhs.uk : northwest mentoring programme 25) www.rcseng.ac.uk/support/mentoring 26)www.emccouncil.org/uk Appendix 1 Mentoring agreement Some questions for mutual agreement 1what is aim of relationship? 2- What each contributions will be? 3- When, where to meet? 4-how to contact each other? 5-will meeting be structured and how? 6- How to deal with difficulties? 7- What confidentiality mean in this relationship? 8-how to review progress? 9- How (and under what circumstances) we end the relationship? Other issues can be added Mentor appraisal checklist for mentoring sessions (Hay 1999) à ¢Ã¢â€š ¬Ã‚ ¢ Was there rapport between us? à ¢Ã¢â€š ¬Ã‚ ¢ Did we feel able to challenge each other if appropriate? à ¢Ã¢â€š ¬Ã‚ ¢ Was the content of our discussions relevant to our contract? à ¢Ã¢â€š ¬Ã‚ ¢ Was I genuinely pleased when the mentee made his own decisions? à ¢Ã¢â€š ¬Ã‚ ¢ How well was I using the skills of listening, questioning, reflecting, feedback and review etc? à ¢Ã¢â€š ¬Ã‚ ¢ Was I avoiding the mentee becoming dependant? à ¢Ã¢â€š ¬Ã‚ ¢ Did the mentee have ownership of his/her decisions? Was he/she the decision maker? à ¢Ã¢â€š ¬Ã‚ ¢ Have we identified alternative options? à ¢Ã¢â€š ¬Ã‚ ¢ Is she/he accepting responsibility? à ¢Ã¢â€š ¬Ã‚ ¢ Have we celebrated achievements? à ¢Ã¢â€š ¬Ã‚ ¢ Do we need to plan for an ending yet?